COMPETENCIES, INSTRUCTIONAL SUPPORT, INSTITUTIONAL SUPPORT,

AND PEER SUPPORT ASSOCIATED WITH THE IMPLEMENTATION OF

MUSIC ACTIVITIES BY NOVICE PRESCHOOL TEACHERS

KWAN SHWU SHYAN

THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENT FOR THE

DEGREE OF DOCTOR OF PHILOSOPHY OF MUSIC EDUCATION

FACULTY OF MUSIC AND PERFORMING ARTS

UNIVERSITI PENDIDIKAN SULTAN IDRIS

2015
 iv

ABSTRACT

The primary aim of this study is to examine factors associated with the
implementation of music activities by novice preschool teachers in the central region
of Malaysia. The objectives of this study included: (a) investigating the difference in
implementation of music activities in relation to selected demographic variables;
(b) investigating the correlation of competencies, instructional support, institutional
support, and peer support with implementation of music activities; and (c) testing the
model of novice preschool teachers' implementation of music activities. A survey
was adopted in the form of a questionnaire distributed to 390 novice preschool

teachers who had taught for five years or less. Descriptive analysis, t- Test, ANOV A,
Pearson product moment correlation, factor analysis, and Structural Equation
Modeling (SEM) were employed for data analysis. All selected demographic
variables did not have any significant difference in the overall implementation of
music activities. However, there was a significant difference in singing activities.
Novice teachers who were trained with a minor music option had a higher
implementation than those without a minor music option. There was a significant and
moderately positive relationship of teachers' implementation of music activities with
teachers' competencies, instructional support, institutional support, and peer support.
Based on SEM analysis, the model of novice preschool teachers' implementation of
music activities fit to the data. This study made a unique contribution to research by
developing a framework which focuses on the novice teachers' implementation of
music activities in preschool for future research. This study also highlighted some
implications and recommendations for policy and practice toward the betterment of
implementation of preschool music activities ..
 v

KOMPETENSI, SOKONGAN PENGAJARAN, SOKONGAN INSTITUSI,

DAN SOKONGAN RAKAN SEBAYA YANG DIKAITKAN DENGAN
PELAKSANAAN AKTIVITI MUZIK OLEH
GURU PRASEKOLAH BAHARU

ABSTRAK

Tujuan utama kajian ini adalah untuk mengkaji faktor-faktor yang dikaitkan dengan
pelaksanaan aktiviti muzik oleh guru prasekolah baharu di kawasan tengah Malaysia.
Objektif kajian ini meliputi: (a) menyelidik perbezaan dalam pelaksanaan aktiviti
muzik berhubung dengan pembolehubah demografi terpilih; (b) menyelidik hubungan
antara kompetensi, sokongan pengajaran, sokongan institusi, dan sokongan rakan

sebaya dengan pelaksanaan aktiviti muzik; dan (c) menguji model pelaksanaan
aktiviti muzik guru prasekolah baharu. Kaedah tinjauan digunakan dalam bentuk soal
selidik yang diedarkan kepada 390 orang guru prasekolah baharu yang telah mengajar
selama lima tahun dan ke bawah. Analisis deskriptif, ujian-t, ANOV A, Korelasi
Pearson, analisis faktor, dan Model Persamaan Struktur (SEM) digunakan untuk
menganalisis data. Semua pembolehubah demografi tidak terdapat perbezaan yang
signifikan dalam pelaksanaan aktiviti muzik secara keseluruhan. Walau
bagaimanapun, terdapat perbezaan yang signifikan dalam aktiviti nyanyian. Guru­
guru baharu yang telah melalui latihan dengan mengambil muzik sebagai pilihan
minor mempunyai pelaksanaan yang lebih tinggi berbanding guru-guru yang tidak
mengambil muzik sebagai pilihan minor. Terdapat hubungan yang signifikan dan
sederhana positif antara pelaksanaan aktiviti muzik dengan kompetensi guru,
sokongan pengajaran, sokongan institusi, dan sokongan rakan sebaya. Berdasarkan
analisis SEM, model pelaksanaan aktiviti muzik guru prasekolah baharu sepadan
dengan data yang diperolehi. Kajian ini memberi sumbangan yang unik untuk
penyelidikan dengan membangunkan rangka kerja yang memberi tumpuan kepada
pelaksanaan aktiviti muzik oleh guru prasekolah baharu untuk penyelidikan pada
mas a hadapan. Kajian ini juga menekankan beberapa implikasi dan cadangan untuk

dasar dan praktis ke arah perbaikan pelaksanaan aktiviti muzik prasekolah.

 vi

TABLE OF CONTENTS

Page

DECLARATION 11

ACKNOWLEDGEMENTS iii

ABSTRACT iv

ABSTRAK V

TABLE OF CONTENTS VI

LIST OF TABLES xv

LIST OF FIGURES XVlll

CHAPTER 1 INTRODUCTION 1

1.1 Preschool Curriculum in Malaysia 1

1.2 Music Education in the National Preschool Curriculum Standard

in Malaysia 6

1.3 Background of the Study 9

1.3.1 Teachers' Competencies 11

1.3.2 Support System for Teachers 13

1.3.3 Implementation of Music in Preschools 15

1.3.4 Theoretical Model of the Study 18

1.4 Statement of the Problem 25

1.5 Objectives of the Study 31

1.6 Significance of the Study 33

1.6.1 Theoretical Contribution 34

1.6.2 Practical Contribution 35

 vii

1.7 Limitations of the Study 37

1.8 Definition of Terms 38

1.9 Summary 42

CHAPTER 2 LITERATURE REVIEW 43

2.1 Introduction 43

2.2 Novice Teachers 44

2.2.1 Novice Teachers' Training Programs in Malaysia 44

2.2.2 Novice Teachers' Early Years of Teaching 46

2.3 Competency 52

2.3.1 Competency Model 52

2.3.2 Competency-Based Teacher Education 54

2.4 Support System 56

2.5 Implementation of Music in Preschools 58

2.5.1 Music Activities 58

2.5.1.1 Singing 59

2.5.1.2 Playing of Percussion Instruments 60

2.5.1.3 Sound Exploration 61

2.5.1.4 Music Appreciation in Concept (Element)

Development 62

2.5.1.5 Music Appreciation in Movement and Expression 64

2.5.1.6 Music Appreciation in Recognition of Music and

Responses 65

2.5.2 Studies on Implementation of Music 66

2.6 Demographic Differences in Implementation of Music 69

2.6.1 Locality of the Schools 70

 viii

2.6.2 Teaching Subject Option 71

2.6.3 Types of Teacher Education 72

2.6.4 Age 75

2.7 Factors Influencing the Implementation of Music 76

2.7.1 Competencies 77

2.7.2 Instructional Support 91

2.7.3 Institutional Support 96

2.7.4 Peer Support 101

2.8 Children's Musical Development 105

2.9 Theories Related to Learning, Training, and Development 110

2.10 Summary 118

CHAPTER 3 METHODOLOGY 119

3.1 Introduction 119

3.2 Research Design 120

3.3 Conceptual Framework of the Study 121

3.4 Population, Sample, and Sampling Method 124

3.4.1 Description of the Population 125

3.4.2 Determining Sample Size 127

3.4.3 Sampling Procedures 131

3.5 Research Instrument 136

3.5.1 Development of the Questionnaire 137

3.6 Validity and Reliability of Research Instrument 147

3.7 Data Collection 151

3.8 Data Analysis 153

 ix

3.8.1 Exploratory Data Analysis 154

3.8.2 Statistical Procedures 158

3.8.2.1 Descriptive Analysis 158

3.8.2.2 t-Test 160

3.8.2.3 ANOV A 161

3.8.2.4 Correlation Analysis 162

3.8.2.5 Factor Analysis 163

3.8.2.6 Structural Equation Modeling (SEM) Analysis 167

3.9 Summary 170

CHAPTER 4 RESULTS AND DISCUSSION 172

4.1 Introduction 172

4.2 Demographic Profile of the Respondents 173

4.2.1 Distribution of Respondents According to Gender, Age,

Qualifications, and Location of Schools 174

4.2.2 Distribution of Respondents in the Central Region 177

4.3 Confirmatory Factor Analysis 177

4.4 Results 183

4.4.1 Implementation of Music 183

4.4.1.1 Frequency of Singing Activities 183

4.4.1.2 Frequency of Playing of Percussion Instruments

Activities 185

4.4.1.3 Frequency of Sound Exploration Activities 188

4.4.1.4 Frequency of Music Appreciation in Concept

(Element) Development Activities 189

4.4.1.5 Frequency of Music Appreciation in Movement

and Expression Activities 192
 x

4.4.1.6 Frequency of Music Appreciation in Recognition

of Music and Responses Activities 193

4.4.1. 7 Degree ofImplementation of Music 195

4.4.2 Competencies 199

4.4.2.1 Music Competencies 199

4.4.2.2 Level of Music Competencies 208

4.4.2.3 Music Teaching Competencies 212

4.4.2.4 Level of Music Teaching Competencies 221

4.4.2.5 Level of Overall Competencies 225

4.4.3 Instructional Support 226

4.4.3.1 Level of Instructional Supp011 229

4.4.4 Institutional Support 229

4.4.4.1 Level of Institutional Support 232

4.4.5 Peer Support 232

4.4.5.1 Level of Peer Support 235

4.4.6 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Selected
Demographic Variables 236

4.4.6.1 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to School
Locality 236

4.4.6.2 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Teaching
Subject Option 238

4.4.6.3 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Types of
Teacher Education 241

4.4.6.4 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Age
Groups 244
 xi

4.4.7 Relationship between the Factors and Implementation

of Music 247

4.4.7.1 Competencies and Implementation of Music 247

4.4.7.2 Instructional Support and Implementation of Music 249

4.4.7.3 Institutional Support and Implementation of Music 250

4.4.7.4 Peer Support and Implementation of Music 250

4.4.8 Model of Novice Preschool Teachers' Implementation

of Music 251

4.5 Discussion 255

4.5.1 Implementation of Music 255

4.5.1.1 Frequency of Singing Activities 256

4.5.1.2 Frequency of Playing of Percussion Instruments

Activities 256

4.5.1.3 Frequency of Sound Exploration Activities 257

4.5.1.4 Frequency of Music Appreciation in Concept

(Element) Development Activities 258

4.5.1.5 Frequency of Music Appreciation in Movement

and Expression Activities 259

4.5.1.6 Frequency of Music Appreciation in Recognition

of Music and Responses Activities 261

4.5.1.7 Degree ofImplementation of Music 262

4.5.2 Competencies 264

4.5.2.1 Music Competencies 264

4.5.2.2 Level of Music Competencies 269

4.5.2.3 Music Teaching Competencies 271

4.5.2.4 Level of Music Teaching Competencies 276

4.5.2.5 Level of Overall Competencies 277

 xii

4.5.3 Instructional Support 278

4.5.3.1 Level of Instructional Support 280

4.5.4 Institutional Support 281

4.5.4.1 Level ofInstitutional Support 282

4.5.5 Peer Support 283

4.5.5.1 Level of Peer Support 285

4.5.6 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Selected
Demographic Variables 286

4.5.6.1 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to School
Locality 286

4.5.6.2 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Teaching
Subject Option 288

4.5.6.3 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Types of
Teacher Education 291

4.5.6.4 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Age
Groups 293

4.5.7 Relationship between the Factors and Implementation

of Music 295

4.5.7.1 Competencies and Implementation of Music 295

4.5.7.2 Instructional Support and Implementation of Music 306

4.5.7.3 Institutional Support and Implementation of Music 307

4.5.7.4 Peer Support and Implementation of Music 309

4.5.8 Model of Novice Preschool Teachers' Implementation

of Music 310

4.5.8.1 Effect of Competencies on Implementation

of Music 311
 xiii

4.5.8.2 Effect of Instructional Support on Implementation

of Music 312

4.5.8.3 Effect of Institutional Support on Implementation

of Music 313

4.5.8.4 Effect of Peer Support on Implementation

of Music 315

4.6 Summary 317

CHAPTER 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 320

5.1 Introduction 320

5.2 Summary of Study 321

5.2.1 Implementation of Music 324

5.2.2 Competencies 324

5.2.3 Instructional Support, Institutional Support, and Peer

Support 325

5.2.4 The Difference in Novice Preschool Teachers'

Implementation of Music in Relation to Selected
Demographic Variables 325

5.2.5 Relationship between the Factors and Implementation

of Music 326

5.2.6 Model of Novice Preschool Teachers'

Implementation of Music 327

5.3 Conclusions 328

5.4 Implications 332

5.4.1 Theoretical Implications 333

5.4.2 Practical Implications 334

5.5 Recommendations 335

5.5.1 Recommendations for Improving the Implementation

of Music 335
 xiv

5.5.1.1 Competencies 335

5.5.1.2 Institutional Support 337

5.5.1.3 Peer Support 338

5.5.1.4 Instructional Support 338

5.5.2 Recommendations for Further Research 339

REFERENCES 342

APPENDICES 370
 xv

LIST OF TABLES

Table Page

1.1 Time Allocation for Teaching and Learning in Preschool Classes 5

1.2 Various Teaching Skills of Preschool Teachers 27

1.3 Mean of Guidance and SUpp011 for Preschool Teachers 28

3.1 The Distribution of the Population of Novice Preschool Teachers by

States and Federal Territories in the Central Region 127

3.2 The Distribution of the Sample of Novice Preschool Teachers by

States and Federal Territories in the Central Region 134

3.3 The Distribution of the Sample of Novice Preschool Teachers by

Districts in Each State and Federal Territory in the Central Region 135

3.4 The Six Sub-scales of Implementation of Music 140

3.5 The Three Support Factors 141

3.6 The Two Main Categories and their Sub-categories of Competencies 147

3.7 Interpretation of Cronbach's Alpha Coefficient 149

3.8 Reliability of the Instrument 150

3.9 Interpretation of the Mean Score 159

3.10 Interpretation of the Value of Pearson Correlation by Davis 162

3.11 KMO and Bartlett's Test of Adequacy and Suitability of Sample Size 164

3.12 Varimax Rotation Factor Pattern of Novice Preschool Teachers'

Implementation of Music 166

3.13 Summary of the Types of Analyses and Research Questions 170

4.1 Gender, Age, Qualifications, and Location of Schools 176

4.2 Distribution of the Respondents in the Central Region 177

4.3 The Results of CF A (Fit Indices, Factor Loadings, and Constructs

Reliabili ty) 181
 xvi

4.4 Frequency Items of Singing Activities 185

4.5 Frequency Items of Playing of Percussion Instruments Activities 187

4.6 Frequency Items of Sound Exploration Activities 189

4.7 Frequency Items of Music Appreciation in Concept (Element)

Development Activities 191

4.8 Frequency Items of Music Appreciation in Movement and Expression

Activities 193

4.9 Frequency Items of Music Appreciation in Recognition of Music and

Responses Activities 194

4.10 Degree of Implementation of Music and its Sub-scales 198

4.11 Response Items on Knowledge of Music of Novice Preschool Teachers 201

4.12 Response Items on Singing Ability of Novice Preschool Teachers 203

4.13 Response Items on Listening Ability of Novice Preschool Teachers 204

4.14 Response Items on Music Reading Ability of Novice Preschool Teachers 205

4.15 Response Items on Rhythm Ability of Novice Preschool Teachers 206

4.16 Response Items on Instrument Playing Ability of Novice Preschool

Teachers 208

4.17 Level of Music Competencies and its Sub-categories 211

4.18 Response Items on Teaching Skills of Novice Preschool Teachers 213

4.19 Response Items on Knowledge of Music Pieces of Novice Preschool

Teachers 214

4.20 Response Items on Activity Planning Ability of Novice Preschool

Teachers 216

4.21 Response Items on Professional Teaching Ability of Novice Preschool

Teachers 218

4.22 Response Items on Improvisation / Composition Ability of Novice

Preschool Teachers 220

4.23 Response Items on Evaluation Ability of Novice Preschool Teachers 221

4.24 Level of Music Teaching Competencies and its Sub-categories 224

 xvii

4.25 Level of Overall Competencies 225

4.26 Response Items on Instructional Support for Novice Preschool Teachers 228

4.27 Level of Instructional Support 229

4.28 Response Items on Institutional Support for Novice Preschool Teachers 231

4.29 Level of Institutional Support 232

4.30 Response Items on Peer Support for Novice Preschool Teachers 234

4.31 Level of Peer Support 235

4.32 Independent Samples t- Test for Differences in Relation to School Locality 237

4.33 Independent Samples t- Test for Differences in Relation to Teaching

Subject Option 239

4.34 Independent Samples t- Test for Differences in Relation to Types of

Teacher Education 242

4.35 Mean and Standard Deviation According to Age Groups 244

4.36 One-Way ANOVA Test for Differences in Relation to Age Groups 245

4.37 Relationship between Factors and Implementation of Music 248

4.38 Structural Model Fit Summary 251

4.39 GOF Indices of Structural Model 252

4.40 Standardized Regression Weights of Variables in the Structural Model 253

4.41 Direct, Indirect, and Total Effects of Variables on Implementation

of Music 255
 xviii

LIST OF FIGURES

Figure Page

1.1 Strands of National Preschool Curriculum Standard 3

1.2 Components of Malaysian Teacher Standard 13

1.3 Environment Component: Teacher, Curriculum, and Student 17

1.4 A Model of Effective Job Performance 18

1.5 Social Cognitive Theory 19

1.6 A Model of Educational Outcomes 19

1.7 Theoretical Model of the Study 24

2.1 The Competency Model 53

2.2 Adult Learning Styles 111

2.3 Individual Feedback -

Competency Gaps 116

3.1 Research Domain 120

3.2 Conceptual Framework of the Study 122

3.3 The Distribution of the Population of Novice Preschool Teachers in the

Central Region 126

3.4 The Distribution of the Sample of Novice Preschool Teachers in the

Central Region 133

3.5 The Stages of Data Analysis 154

4.1 Model of Novice Preschool Teachers' Implementation of Music 253

 CHAPTER 1

INTRODUCTION

1.1 Preschool Curriculum in Malaysia

In line with the National Philosophy of Education, preschool education in Malaysia is

a serious effort to develop children's potential in all aspects of growth to produce

young individuals who are intellectually, spiritually, emotionally, physically, and

socially balanced. The Ministry of Education Malaysia firmly believes that preschool

education is part of the national education system and should be an extension of

primary school education (Ministry of Education Malaysia, 1996).

The aim of the National Preschool Curriculum introduced nationwide in 2003

is to nurture the potential growth of children in all aspects of development, acquiring

basic skills, and to foster positive attitudes in preparation to enter primary education.
 2

The planning and reforming of the curriculum takes into account the VIew,

philosophy, and the inclusion of theoretical early childhood education, psychology,

childhood development, and the latest learning trends such as the theories of multiple

intelligence and emotional intelligence (Ministry of Education Malaysia, 2003).

The curriculum was revised and implemented in 2010. The aim of the newly

introduced National Preschool Cuni.culum Standard is to develop the potential growth

of children aged four to six in the physical, emotional, spiritual, intellectual, and

social aspects through a safe, stimulating learning environment as well as fun,

creative, and meaningful activities. These were introduced in order to increase skills,

instill confidence, and to shape a positive self-concept in children so that they can

succeed in the present environment and be prepared to handle challenges and

responsibilities when they enter primary school (Ministry of Education Malaysia,

2010).

The National Preschool Curriculum Standard as illustrated in Figure 1.1 is

based on six strands or areas of learning: (a) physical development and aesthetic;

(b) science and technology; (c) communication; (d) spiritual, attitude, and values;

(e) humanism; and (f) self-efficacy. These six strands are extended to the primary

school curriculum to ensure continuity between preschool and primary school.

 3

COMMUNICATION
•
Language skills, Malay
language, English language,
Chinese language, and Tamil
language

\nno
�� eond p

0�
cJ
SCIENCE & TECHNOLOGY
•
Inquiry approach, scientific
SPIRITUAL, ATTIT1JDE
knowledge, scientific skills,
& VALUES
scientific attitude BALANCED
•
Religion practices and
•
Knowledge and skill of INDIVIDUAL
beliefs, attitude & values
mathematics, problem solving
• leT

PHYSICAL
DEVELOPMENT &
•
Knowledge and practices
of the local community
AESTHETIC
and environment,
•
Physical development and
national & global
health for well being
SELF-EFFICACY • Inculcate the spirit of
•
Fostering of creativity,
•
Fostering of leadership, and patriotism & unity
imagination, talent, and
appreciation personality through
curriculum and co-curriculum
activities

Figure 1.1. Strands of National Preschool Curriculum Standard. Source: Ministry of

Education Malaysia, 2010

The National Preschool Curriculum Standard (Ministry of Education

Malaysia, 2010) focuses on the standard content and the standard learning process.

The purpose of setting these standards is to ensure all children have an equal

opportunity to receive quality education. The standard content is defined by specific

statements on aspects that a child should know and be able to do in a specific time of

schooling. These aspects consist of knowledge, skills, and values. The Standard

learning process is defined as specific criterion or indicators of achievement in the

 4

form of behavioral objectives which ensure mastery of the standard content (Ministry

of Education Malaysia, 2010).

The National Preschool Curriculum Standard adopted two modular approaches

of teaching and learning, namely the Basic Module and the Thematic Module. The

Basic Module consists of four components: (a) languages (Malay, English, Chinese,

and Tamil) ; (b) Islamic education/moral education; (c) outdoor activity; and

(d) mathematics. The aim of the basic module is the acquisition and mastery in early

literacy of the 4 Rs (reading, writing, arithmetic, and reasoning). The time allocated

for teaching and learning of the basic module is flexible, ranging from 35% at the

beginning of the school year to 16% at the end of the year as illustrated in Table 1.1.

The Thematic Module includes all the learning strands in the National

Preschool Curriculum Standard as well as the creative, critical, and innovative

elements. Teachers can develop themes that are appropriate for the child, locality,

and events. Examples of themes suggested include My Self, My Country, and

Exploring the Living World. The time allocated for teaching and learning of the

thematic module is flexible, ranging from 35% at the beginning of the school year to

54% at the end of the year as illustrated in Table 1.1.

In Malaysia, preschool includes children aged 4 to 6 (4 year-olds, 5 year-olds,

and 6 year-olds). The formal period of teaching and learning for the preschool

program is a minimum of three and a half hours per day for 4+ year-old children and

four hours per day for 5+ year-old children. The total number of hours per week
 5

should not be less than seventeen and a half for 4+ year-old children and 20 hours for

5+ year-old children (Ministry of Education Malaysia, 2010).

Preschool education is a non-formal education and children need a physical

and social environment that is non-rigid to ensure effective learning. Therefore, the

preschool timetable is flexible whereby it can be altered by teachers to ensure an

effective learning process.

Table 1.1
Time Allocation/or Teaching and Learning in Preschool Classes

MODULE TIME%

MALAY

LANGUAGE ENGLISH
Flexible
CHINESE/TAMIL
BASIC MODULE
MATHEMATICS (early year: 35%)

OUTDOOR ACTIVITY (end of the year: 16%)

ISLAMIC EDU. I MORAL EDU.

Flexible
THEMATIC INTEGRATED MODULE
MODULE (early year: 35%)
(end of the year: 54%)

daily routine & morning talk

30%
(reciting prayers. eating. reflecting)

Source: Ministry of Education Malaysia, 2010

 6

1.2 Music Education in the National Preschool Curriculum Standard in

Malaysia

In the National Preschool Curriculum Standard, mUSIC education is part of the

Creativity Development Component in the Physical Development and Aesthetic

strand. The emphasis of the Creativity Development Component is to enable students

to cultivate imagination, creativity, talent, and appreciation. The music aspect is to be

taught in conjunction with visual arts, and drama and creative movement. There are

four standard contents in the music aspect: (a) participation in singing activities,

(b) participation in playing of percussion instruments activities, (c) participation in

sound exploration activities, and (d) showing music appreciation. Each of the

standard music contents has its own standard learning processes.

The standards of teaching and leaming in the National Preschool Curriculum

Standard (Ministry of Education Malaysia, 2010) describe what the preschool

teachers need to know and to do during the process of teaching and leaming. There

are six standards of teaching and leaming: (a) planning in the teaching and leaming,

(b) approaches in the teaching and leaming, (c) continuous evaluation, (d)

environment of the teaching and leaming, (e) parental involvement, and (f) children

with special needs.

(a) Planning in the Teaching and Leaming Standard

Preschool teachers need to perform daily and yearly planning in accordance with the

National Preschool Curriculum Standard. Teachers plan educational activities which

include the support of the creativity development in students. Teachers become

 7

facilitators and guide the children's learning. Therefore, teachers need to identify and

respond to the diversity of children and encourage them to be creative. At the same

time, the teachers can become a creative model for the children, and thus build a

creative student community that shows a positive attitude toward new ideas and

creativity. Teachers may conduct music activities which include sound exploration

activities.

(b) Approaches in the Teaching and Learning Standard

Preschool teachers are encouraged to use a variety of approaches of teaching and

learning in accordance with the suitability of the standard content and the standard

learning process. The approaches include child-centered learning, learning through

play, integrated approach, thematic approach, and learning based on multiple

intelligences. The national curriculum provides opportunities for music activities to

be taught as a main content or basic core module that uses elements of creativity and

aesthetic in the classroom as well as to be integrated into other strands, either directly

or indirectly.

(c) Continuous Evaluation Standard

Continuous and comprehensive evaluation needs to be conducted by preschool

teachers on all the aspects prescribed in the National Preschool Curriculum Standard

including attitude formation, skill acquisition, and social readiness. The method of

evaluation is based on continuous observation and evaluation of produced work or

may include children's performance in music. Recording is an activity which

systematically records information related to children's development, ability,

progress, and achievement. Recording can be in the forms of checklists, anecdotal

records, running (continuous) records, and portfolios.

(d) Environment of the Teaching and Learning Standard

Preschool teachers need to prepare a conducive environment in the learning centers

that is appropriate for preschool children. The learning centers need to be equipped

with suitable, sufficient, and updated materials. This may include basic musical

instruments such as non-melodic percussion instruments (tambourine, ring bell,

castanet, drum, kompang, and double tick-tock), audio equipment (radio, cassette

player, CD player), and teaching aids (song charts or song lyric charts and pictures)

(Ministry of Education Malaysia, 2010).

(e) Parental Involvement Standard

School management and preschool teachers need to foster a good relationship with

parents or guardians through various ways. Teachers need to explain to parents

regarding the preschool curriculum and methods of evaluation in the preschool. The

school and teachers need to involve parents in programs and school activities such as

Sport Day, Family Day, parental programs, and music concerts.